Who+Says+What+to+Whom




 * Most of you are not going to major in English at university; you need to be prepared, therefore, to read, and write on, a wide range of ‘texts’ (both written and other) about a variety of topics. This assignment, which will stretch over a month in the forth quarter, allows you to experiment with recognizing the effect of different medium and writing types on content and perspective. It will also allow you to see the value of understanding a popular view of a topic or contemplating how society generally understands an issue. **

__** Note this multi-staged project takes the place of an exam -- NO late work can be accepted into exam week, therefore, so manage your time and make use of the many, many work periods and individual conference times! **__

__** DUE DATES **__ /20 Task I (topic, and works cited of pieces chosen; clearly indicate which category and conditions each piece represents): **April 15**

/100 Task II (annotated bibliography): **April 30 or negotiated**

More details below!

__ DOCUMENTS __** Here are all the necessary documents!


 * [[file:who says what explanation 2015 shortened.doc|Project explanation]]
 * [[file:task 1 sheet updated and shortened.doc|Task One Sheet]] - Approval of Sources
 * An [[file:Task Two example.doc|Example]] from a student; another [[file:sample annotated bib Danny.docx|example]]; one [[file:so hyun detailed annotated bib.pages|more]] and a final [[file:exemplar 3 paragraphs per entry Stats.docx|great one]]. Or this latest [[file:Curtis Xuan Task 2 Sheet exemplar.docx|one]] from last semester
 * more info from [|Owl Purdue]

TASK ONE:

**I. Choose a topic that interests you and that is related to what you plan to study at university. Specific is more helpful than general (rather than revolutionary leaders, choose Che Rivera). Ensure your topic is potentially controversial to make it easier to find a variety of viewpoints.** Clear your topic with me. **II. Find** five **pieces dealing with your topic:** **1.** At least one must be chosen from this category: ‘reputable’ information / facts-based – **Reputable newspaper** **Reputable magazine** **Reputable internet article** **TV or radio news report** **High school-level** **Textbook** **TEDTalks**

**2.** At least one must be chosen from this category: more **‘**biased’ information / facts-based**–** **Less reputable news source** **Personal website** **Obviously biased internet source** **One-sided source / author from any source with a forceful view on a topic** **Opinion column of any newspaper**

**3.** At least one must be chosen from this category: academic information / facts-based - (we will look at relevant databases available) **Academic / formal essay (****i.e.., on one of the school databases like Questia)** **Scientific research (ie,. science report)** **University-level Textbook** **History research** **TV or video documentary (from a ‘serious’ source, not just a Hollywood-ized version)** **TEDtalks (if it is a highly sophisticated approach to the topic.** **Otherwise it fits better under Category 1)**

**4.** At least one must be chosen from this category: fictional writing **–** **Short story** **Poem** **Children’s story** **Other piece of fiction** ** OR ** artistic interpretation– **Art work** **Song** **Video Game** **Cartoon / Political Cartoon**


 * OR ** Hollywood-ized account

**Movie**

**TV show**

**Something largely about entertainment value**

**5.** At least one must be chosen from this category: personal / biopic - **Memoir / diary (published)** **Narrative-style essay (think Orwell)** **Autobiography or Biography** **Interview with someone involved in your issue (where the interview is personal and not just about topic)** **TEDtalks (again, if it is personalized / about the person’s life)**

NOTE:**
 * At least one choice must be by a female author.
 * At least two choices must represent different perspectives (for instance, if your topic is video game use among teenagers, and most of your pieces seem to look unfavorably on it, one piece might argue educationally that it is beneficial to brain development, and another might show the kids’ view that it’s just fun)
 * At least one source must be from a British author
 * BONUS for having one source that is from an Asian perspective


 * TASK TWO: **

Because we are combining task two and three, this is the BULK of your work, and the bulk of your mark too. ** Don't forget all the writing techniques we have been practicing this semester to add variety and sophistication to your writing structure! **

Create an annotated bibliography (2-3 paragraphs per source). You must __describe__ WHAT is is about and HOW it is written, __compare__ it to at least one other source based on one or more of the criterion below, and __evaluate__ it in terms of reliability, usefulness to different audiences and what it adds to a 'conversation' on this subject. Techniques will be taught in class and examples are above. Proper MLA or APA Works Cited format is necessary. You will want to cover the information originally intended for task three - where appropriate and as you can fit.

//**Special pet peeve: unless your source is a speech or a lecture, don't claim the author 'talks about' something!**//

Think about where the following university-style analysis pieces fit in to describing, comparing or evaluating! Not every piece fits every source, but these will help you go beyond discussing content only


 * * Tone **


 * * Level of vocabulary / diction / language use (casual vs. formal) **


 * * Techniques (literary, rhetorical, visual, technological, auditory) (remember, this can include non-literary techniques -- like ways to build credibility (use of graphs, statistics, expert testimony), format (spaces between paragraphs, big titles, sub-titles), attention-grabbing techniques (pictures, blog set-up, hyperlinks) and audience-persuading (speaking directly to the reader, asking questions, using humor) **


 * * Target audience **


 * * Perspective (who’s your author) / bias / emotional appeal / issues of institution or production **


 * * What does NOT get said / what gets deliberately left out **


 * * Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic **


 * * ‘Effect’. ** Make sure to focus on the key questions: How is this piece unique from the others because of its medium? What is the medium’s role in limiting and / or enhancing content? ** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium).